June-Dian HE Chapter 4: Determinants of learning

AE (Active Experimentation)

"Doing"

AC mode (abstract conceptualization)

"thinking"

RO (Reflective Observation)

"watching"

CE mode (Concrete experiences)

'feeling"

outward turning

(extraversion)

inward turning

(introversion)

Emotional readiness

1. Anxiety level 2. Support system 3. Motivation 4. Risk-taking behavior 5. Frame of mind 6. Developmental stage

Productivity Environmental Preference Survey (PEPS)

1. Available in 3 diff forms: 2. *For grades 3-5, 6-12 and adult version. 3. This instrument yields info concerned with patterns through which learning occurs. 4. Dunn and Dunn

Field-Dependent Learners

1. Easily affected by criticism 2. Conform to peer pressure 3. Influenced by feedback (grades and evaluation) 4. Learn best when material is organized 5. Have a social orientation to the world 6. Place emphasis on facts 7. Prefer learning to the relevant to own experience. 8. Need external goals, objectives, and reinforcements. 9. Prefer discussion method.

Dunn and Dunn 5 basic stimuli that affect a person's ability to learn:

1. Environmental elements 2. Emotional elements 3. Sociological patterns 4. Physical elements 5. Psychological elements

4 constructs 16 personality types

1. Extraversion-Introversion 2. Sensing-Intuition 3. Thinking-Feeling 4. Judging-Perceiving

PSYCHOLOGICAL ELEMENTS

1. Gloval vs. Analytic 2. Hemispheric preference 3. Impulsivity vs. Reflectivity

ASSESSMENT OF LEARNING NEEDS

1. Identify the learner 2. Choose the right setting 3. Collect data about the learner 4. Collect data from the learner 5. Involve members of healthcare team 6. Prioritize needs 7. Determine availability of educational resources 8. Assess the demands of organization 9. Take time

Methods to Assess Learning Needs

1. Informal Conversations 2. Structured Interviews 3. Focus group 4. Questionnaires 5. Tests 6. Observations 7. Documentation

SOCIOLOGICAL ELEMENTS

1. Learning Alone 2. Presence of an authority figure 3. Variety of ways

3 determinants of learning

1. Learning needs - what the learner needs and wants to learn. 2. Readiness to learn - when the learner is receptive to learning. 3. Learning styles - how the learner best learns.

Experiental Readiness

1. Level of Aspiration 2. Past coping mechanisms 3. Cultural Background 4. Locus of control

GARDNER'S 8 TYPE OF INTELLIGENC

1. Linguistic intelligence 2. Spatial 3. Logical-mathematical 4. Musical 5. Bodily-kinesthetic 6. Interpersonal 7. Intrapersonal 8. Naturalistic

Physical readiness

1. Measures of ability 2. Complexity of task 3. Environmental effects 4. Health status 5. Gender

EMOTIONAL ELEMENTS

1. Motivation 2. Persistence 3. Responsibility 4. Structure

Field-Independent Learners

1. Not affected by criticism 2. Will not conform to peer pressure 3. Less influenced by external feedback 4. Learn best by organizing their own material 5. Have an impersonal orientation to the world 6. Place emphasis on applying principles 7. Interested in new ideas or concepts for own sake. 8. Provide self-directed goals, objectives, and reinforcement 9. Prefer lecture method.

PHYSICAL ELEMENTS

1. Perceptual strengths 2. Intake 3. Time of the Day 4. Mobility

Knowledge Readiness

1. Present knowledge base 2. Cognitive ability 3. Learning and Reading Disabilities 4. Learning styles

4 modes, Quadrant preference of thinking:

1. Quadrant A (left brain, cerebral): logical, analytical, quantitative, factual, critical 2. Quadrant B (left brain, limbic): sequential, organized, planned, detailed, structured 3. Quadrant C (right brain, limbic): emotional, interpersonal, sensory, kinesthetic, symbolic 4. Quadrant D (right, cerebral): visual, holistic, innovative

ENVIRONMENTAL ELEMENTS

1. Sound 2. Light 3. Temp 4. Design

Right-hemisphere

1. Thinking is creative, intuitive, divergent 2. Synthesizing 3. Prefers drawing and manipulating objects 4. Respond to written instructions and explanations. 5. Recognizes face 6. Relies on images 7. Solves problems by looking at the whole configurations using hunches 8. Loose organizational skills, sloppy 9. Likes change 10. Frequently loses contact with time and sched 11. Geometry is preferred math 12. Good at interpreting body language 13. Free with emotions

Left-hemisphere

1. Thinking is critical, logical, convergent, focal 2. Analytical 3. Prefers talking and writing 4. Respond to verbal instructions 5. Recognizes names 6. Solves problems by breaking them into parts 7. Good organizational skills, neat 8. Likes stability, willing to adhere to rules 9. Conscious of time and schedules 10. Algebra is preferred math 11. Not as good as interpreting body language 12. Controls emotions

Group Embedded Figures Test (GEFT)

1. Used to measure field indep and dependence - that is how a person's perception of an item is influenced by context. 2. Field-Independent and dependent

ASSESSING THE LEARNING NEEDS OF NURSING STAFF

1. Written Job Descriptions 2. Formal and Informal Requests 3. Quality assurance report 4. Chart Audits 5. Rules and Regulations 6. Self-Assessment 7. Gap Analysis 8. Delphi technique

Right- Brain/ Left- brain- thinking

1. adds to understanding of brain functions that are associated with learning 2. developed by Roger Sperry

Perceptual strengths

1. those with auditory preferences 2. with visual preferences 3. with tactile preferences 4. with kinesthetic preferences

26 pt. questionnairet

4MAT instructional design and learning-type measurement instrument

Musical intelligence

Also related to the right side of the brain. Musically intelligent children can be found singing a tune, indicating when a note is off key, playing musical instruments, dancing to music

Dimension of perception

CE mode (Concrete experiences) AC mode (abstract conceptualization) AE (Active Experimentation) RO (Reflective Observation)

Questionnaires

Checklist Patient Learning Needs Scale

JUNG AND MYERS- BRIGGS TYPOLOGY

Established by CARL JUNG, a swiss psychiatrist developed a theory that explains personality similarities and differences. (extraverts and introverts)

Multiple Intelligences Developmental Assessment Scales (MIDAS)

Instrument to measure intelligence. GARDNER'S 8 TYPE OF INTELLIGENCE

Bodily-kinesthetic

Involves the basal ganglia and cerebellum of the brain in addition to other brain structures. They are said to be good at body movement, performing actions, and physical control.

Type 4/Dynamic

Learners who ask , what if?

Type 1/Imaginative

Learners who demand to know why.

Type 3/ Common Sense

Learners who want to know how to apply the new learning

Type 2/Analytical

Learners who want to know what to learn.

Three mechanisms to determine learning style

Observation, interview, administration

PEEK

Physical,Emotional,Experiental, Knowledge Readiness

Existential

The ability to be sensitive to, or have the capacity for, conceptualizing or tackling deeper or larger questions about human existence.

Learning Style Inventory (LSI)

a 20-item self-report questionnaire that requires respondents to rank four sentence ending corresponding to each of the four learning modes.

Evening learners

ability to concentrate is greatest at the end of the day

Measures of ability

ability to perform a task requires fine and/or gross motor movements, sensory acuity, adequate strength, flexibility, coronation, etc.

Complexity of task

affect the extent to w/c the learner can master the behavioral changes.

Intrapersonal

also involves pre frontal lobes of the brain. Have strong personalities, prefer inner world ideas and feelings, and likes being alone.

Thinking-Feeling

approach used by individuals to arrive at judgments through objective vs subjective processes.

ISABEL MYERS AND HER MOTHER KATHERINE BRIGGS

became convinced that Jung's theories had an application for increasing human understanding.

READINESS TO LEARN

can be defined as the time when learner demonstrates an interest in learning the info.

Educators

can greatly enhance learning when they serve as facilitators. Also vital in giving support, encouragement, and direction.

Structured Interviews

commonly used to solicit learner's POV.

Afternoon learners

concentration is highest in the mid-to late afternoon.

Health status

current state of health

Learning needs

defined as gaps in knowledge that exist between a desired level of performance.

Identify the learner

dentify who is the audience.

Sensing-Intuition

describes perception as coming directly through 5 senses.

Patient Learning Needs Scale

designed to measure patients' perception of learning needs to manage their health care at home.

Collect data about the learner

determine characteristics needs of the population by exploring typical health problems or issues.

VARK LEARNING STYLES

developed by Fleming and Mills. This model focuses on a person's preference of taking in and putting out information.

4MAT SYSTEM

developed by McCarthy. She used Kolb's model combined with Sperry's right and left brain.

Determine availability of educational resources

educator may identify a need, but it may be useless to proceed with interventions.

Chart Audits

educators can identify trends in practice through this.

Quadrant C (right brain, limbic)

emotional, interpersonal, sensory, kinesthetic, symbolic

Kinesthetic learners

enjoy doing hands-on activities, such as role play and retdem.

Aural learners

enjoy listening to lectures, often need directions read aloud, prefer to discuss topics and form study groups.

Choose the right setting

establishing a trusting environment helps learner feel a sense of security in confiding information.

Level of Aspiration

extent to which someone is driven to achieve is related

External Locus

externally motivated, then someone other than themselves must encourage the learner to want to know something.

Left hemisphere

found in vocal and analytical side, used for verbalizations and for reality based and logical thinking.

Right hemisphere

found to be the emotional, visual-spatial, and non-verbal side with thinking processes that are intuitive, subjective, relational, holistic, and time free.

Tests

giving written pretests before planned teaching can help identify the knowledge levels of potential learners.

Visual Learners

graphical representations such as flowcharts with step-by-step directions.

Field independent

have internalized frames of reference such that they experience themselves as separate form others and environment.

30%

have right brain dominance and most learners have left-brain dominance.

Environmental effects

helps to hold learner's attention and stimulate interest in learning.

Rules and Regulations

helps to identify possible learning needs of staff.

Present knowledge base

how much someone already knows about specific subject.

Self-Assessment

important area to consider when assessing the learning needs of SN and staff.

Cultural Background

important so that the educator can avoid teaching in opposition to cultural beliefs.

Hermann brain dominance (HBDI)

incorporates theories on growth and development and considers learning styles as learned patterns of behaviors.

Support system

influence emotional readiness and are closely tied to how anxious an individual might feel.

Anxiety level

influences person's ability to perform at cognitive, affective, and psychomotor levels.

Documentation

initial assessments, progress notes, NCPs, staff notes, and discharge planning forms can provide info.

Assessment

initial step in the process validates the need for learning.

Focus group

involve getting together a small number (4-12) of potential learners to determine areas of educational needs.

Logical-mathematical

involves both side of the brain. Right side deals with concepts, and left brain remembers symbols. Children explores patterns, categories and relationships.

Frame of mind

involves concern about here and now versus the future.

Interpersonal intelligence

involves pre frontal lobes of the brain. Children with high of this intelligence understands people, notice others' feelings, friendly, and are gifted in social skills.

Visual-spatial

kind of intelligence is related to the right side of brain. Children with high spatial intelligence learn by images and pictures.

KOLB'S EXPERIENTAL LEARNING MODEL

knowledge is acquire through a transformational process. Also known as cycle of learning.

Reflection on action

learner identifies what was done well and what could have been done better in his actual performance.

Collect data from the learner

learners are usually the most important source of needs assessment data about themselves.

Hemispheric preference

learners who possess right-brain tend to learn best in environments that have low illumination.

Prioritize needs

list of identified needs can become endless and seemingly impossible to accomplish.

Quadrant A (left brain, cerebral)

logical, analytical, quantitative, factual, critical

Fear

major contributor to anxiety.

Field dependent

more externally focused and such are socially oriented.

Early

morning learners - ability to focus energies on learning is high in early hours

Late

morning learners - concentration peaks around noontime

Lack of time

number one reason why nurse educators shortchange the assessment phase.

Observations

observing health behaviors in several different time periods can help the educator draw conclusions about established patterns.

health professionals

often acts as social and emotional support to clients.

Formal and Informal Requests

often staff are asked for ideas for educational programs.

Checklist

one of the most common forms of questionnaires.

Role of educating

one of the most essential interventions that a nurse performs.

Gap Analysis

organized method to identify differences between desired and actual knowledge.

Involve members of healthcare team

other health professionals have insight into patient or family or educational needs.

Informal Conversations

other learning needs are discovered during impromptu convo

Internal Locus

patients are internally motivated, when they are ready to learn when they feel a need to know abt something.

Developmental stage

peak time for readiness to learn known as teachable moment.

90-95%

percentage of learners that can master a subject with a high degree of success.

Myers-Briggs Type Indicator (MBTI)

permits people to learn about their own type of behavior and understand themselves better.

Impulsivity vs. Reflectivity

prefer opportunities to participate verbally in groups and tend to answer questions.

VARK QUESTIONNAIRE

provides users with a profile of their learning preferences for taking in and giving out info. It is easy to use and can readily be applied in healthcare setting.

GARDNER'S 8 TYPE OF INTELLIGENC

psychologist who developed a theory focused on the multiple kinds of intelligence in children.

LEARNING STYLE

refer to the ways in which and conditions under which learners most efficiently and effectively perceive, process, store and recall.

Mobility

refers to how still the learner can sit and for how long a period.

Knowledge Readiness

refers to learner's present knowledge base, level of cognitive ability.

Naturalistic

refers to sensing abilities in making patterns and connections to elements in nature.

Extraversion-Introversion

reflects an orientation to either the outside world of people and things or inner world of concepts and ideas.

Gender

research suggests that women are generally more receptive to medical care and take fewer risks than men.

Linguistic intelligence

reside in Broca's area of the left side of the brain, have highly developed auditory skills and think in words.

Risk-taking behavior

risk taking behavior

Quadrant B (left brain, limbic)

sequential, organized, planned, detailed, structured

Brain preference indicator (BPI)

set of questions used to determine hemispheric functioning.

Global vs. Analytic

some learners are global in their thinking and learnbest by obtaining meaning from broad concept.

Temp

some learners have difficulty thinking if a room is too hot or, conversely, if it is too cold.

Light

some learners learn best under bright lights

Sound

some learners need silence; others are capable of blocking sounds around them.

Intake

some learners need to eat, drink, chew, or bite objects while concentrating.

Time of the Day

some learners perform better at one time of day than another.

Delphi technique

structured process using a series of questionnaires or rounds that provides info about specific needs.

Sociological patterns

such as desire to work alone or in groups, or a combination of these two approaches, which are thought to be socioculturally based.

Emotional elements

such as motivation, persistence, responsibility and structure, which are developmental and emerge over time

Physical elements

such as perceptual strength, intake, time of the day, and mobility, which relate to the way learners function physically.

Environmental elements

such as sound, light, temp, design, which are biological in nature.

Psychological elements

such as the way learners process and react to information.

Timing

the point when teaching should take place.

Rita Dunn and Kenneth Dunn

they develop user friendly model that would assist educators in identifying characteristics that allows individuals to learn in diff. ways.

Assess the demands of organization

this assessment yields information that reflects the climate of organization.

Take time-management issues into account

time constraints are a major impediment to the assessment process.

reachable moment

time when a nurse truly connects with the client by directly meeting the individual on mutual terms.

Quality assurance report

trends found indicating safety violations or errors.

Past coping mechanisms

use to understand how they have dealt with previous problems.

Learning styles

variety preferred styles of learning.

Quadrant D (right, cerebral)

visual, holistic, innovative

Judging-Perceiving

way by which an individual reaches a conclusion about or becomes aware of something.

Written Job descriptions

what is required to effectively carry out job responsibilities can reflect potential learning.

Design

when learners are seated on wooden, steel, or plastic chairs, 75% of total body weight is supported on only 4 sq. inches of bone.

Cognitive ability

which info can be processed is indicative of the learner's capabilities.

Learning and Reading Disabilities

which may be accompanied by low-level reading skills.

Motivation

willingness to take action.

Read/write learners

written word, as evidenced by reading or writing, with references to additional sources of info.

Educator Role Learning Process

• Assessing problems of deficits and learners' abilities • Proving important best evidence information • Identifying progress being made • Giving feedback and follow up. • Reinforcing learning in acquisition of new KSA. • Determining effectiveness of education provided.

Determinants of learning

• Needs of the learner • State of readiness to learn • Preferred learning styles for processing information